ABSTRACT
This study investigated the Reading Proficiency Level and Technical Skills of Grade 10 learners in Ibajay Integrated School. It was also conducted to determine whether there is a significant relationship between the two said variables. Descriptive- correlational research design was employed in this study. The total population sampling was utilized that includes the 157 learners as participants of this study. The researcher utilized a data extraction form to gather all the necessary data or record that is relevant to the research study, after the data was gathered from the Phil-IRI coordinator and TLE teacher, it was encoded and analyze using SPSS. After the data was processed, it was found out that learners’ reading proficiency level was at Independent Reading Level and their technical skills were Very Satisfactory. The relationship between Reading Proficiency Level based on Phil-IRI result and Technical Skill Level of the learners in Grade 10 was significantly moderate positive relationship which signifies that as the level of learners’ reading proficiency increases, their technical skill level tends to increase also. The findings of this study imply that the correlation between Phil-IRI results ad their Technical skills highlights a need to bridge the gap between literacy and practical skills of learners. Consequently, teachers must actively integrate vocabulary-building activities into hands-on activities in TLE. Furthermore, school administrators should utilize the Phil-IRI results to improve their intervention and enhancement programs for learners. Future researchers may expand this study by employing to larger samples from other schools.
Keywords: Phil-IRI, Reading Proficiency, Technical Skills, Teachnology ad Livelihood Education
INTRODUCTION
In the educational system in the Philippines, reading is not only the basis of their academic performance inside the school but also the performance and skills of the learners. Within the educational context of the country, the Department of Education utilizes the Philippine Informal Reading Inventory (Phil-IRI) as a standard diagnostic tool to measure the reading proficiency levels of public school learners. The primary policy for administering the Phil-IRI in public schools, including Junior High School (JHS) is DepEd Order No. 14, s 2018. This assessment system classifies students into Independent, Instructional and Frustration Level. Understanding these categories is essential for addressing the specific needs of the learners.
Reading and technical skills are two essential competencies that influence learners’ academic achievement and future career readiness. Reading enables learners to understand instructions, interpret information, solve problems and communicate effectively. On the other hand, technical skills provide them with the practical knowledge and hands- on abilities necessary to perform specific tasks, particularly in Technology and Livelihood Education (TLE) subject.
While reading proficiency is traditionally connected to language subjects such as English and Filipino, its impact could directly affect into technical skills of the learners specifically in TLE subject. Grade 10 learners are at a critical phase where TLE subjects demand a higher degree of independent execution and technical comprehension. Consequently, a student’s performance in a laboratory or workshop is fundamentally bound to their baseline text comprehension capabilities. Many students continue to experience gaps in both reading and technical skills. This gap became a growing concern among teachers because reading ability serves as the foundation for acquiring technical skills. Students who are unable to comprehend written materials may encounter difficulties in applying concepts accurately, completing technical tasks efficiently and demonstrating competence in performance-based assessment.
This study is conducted to answer the following statement of the problem: What is the level of reading proficiency based on their Phil-IRI results and technical skills in TLE based on performance assessment among grade 10 learners, and if there is a significant relationship between students’ reading proficiency level and their technical skills. Hypothesis was also advanced states that there is no significant relationships between students’ reading proficiency level and their technical skills in TLE. Identifying the extent of this gap can provide valuable insight for teachers, school administrators and curriculum developers in designing appropriate interventions that will strengthen both reading proficiency and technical skills of the learners, as well as improving learners’ academic performance and workplace preparedness.
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